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All content in this area was uploaded by Surajit Sarbabidya on Jun 20, 2022
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World Journal of Social Sciences
Vol. 8. No. 1. March 2018. Pp. 13 – 27
E-Learning for Career Development: The Case of Business
Administration Graduates
Surajit Sarbabidya* and Mohammad Alam Shikdar**
The advent of rigorous information and communication technologies (ICT)
has brought a breakthrough in the conventional mode of career
development. From the findings of the prominent researchers a good
number of factors of ICT based training or class sessions including
technological competency and e-learning mindset of students and faculty
members, IT infrastructure, teaching style, interactive collaboration, ease of
access, etc., have been identified. However, they did not completely exhibit
the role of proactive e-learning for career development. So, this indicates to
the research problem since there is a research gap. This is the reason
which motivated to endeavor the current study to investigate the role of e-
learning on the career development of business administration graduates.
To achieve this purpose of the study both primary and secondary data have
been utilized in this study. The primary data have been collected through a
recent survey during the month of November 2016 based on a Likert 5
scale structured questionnaire and random sampling from 100 sample
respondents including students and faculty members of some universities in
Bangladesh. The collected data have been analyzed through multiple
regression. Finally, the paper recommends the training on e-learning for the
students and faculty members, development of e-learning policies,
infrastructures and facilities, etc.
Field of Research: Information Technology, Management
Keywords: E-Learning, Career Development, Business Administration
Graduates
1. Introduction
Developing career with the vision of being efficient and competent workforce for
employment is often a great challenge for the graduates of business administration in this
highly competitive corporate world of the present day. However, this situation often gets
complicated due to the paucity of educational and professional training institutes with good
standard. Towards this end, e-learning acts as a viable solution to overcome the shortage
of conventional academia. This is because the great advantages of e-learning include the
ability to learn from the employee’s desktop, the convenience of learning from home, the
savings on traveling costs, allowing companies to have globally trained staff, the reduced
overall training costs, the rapid dissemination and revision of training materials, the
shortened training period, and the enhanced opportunities for career development through
active learning (Chen, 2008). E-learning enables students to obtain their education in
parallel with pursing their personal goals and maintaining their own careers, without a
need to attend classes and be subjected to a rigid schedule (Borstorff & Lowe, 2007). This
has resulted to an increase in the number of online courses due to attained benefits for
both university and learners (Kartha, 2006). E-learning has continuously played a vital
______________________________________________________________
*Dr. Surajit Sarbabidya, Professor, Department of Business Administration, School of Business, Britannia
University, Comilla, Bangladesh, Email: surajitsarbabidya@gmail.com
**Mohammad Alam Shikdar, Lecturer, Department of Business Administration, School of Business, Britannia
University, Comilla, Bangladesh
Sarbabidya & Shikdar
14
contribution to the progress of academic staff and students, and the improvement in the
quality of teaching method and learning management system which have resulted in
increased popularity of education in different educational institutions and organizations
(Basheer and Ibrahim, 2011). So, it is primarily evident that there are many factors of e-
learning which may become strong foundation to facilitate career development of many
graduates and service holders with professional mindset. But this mode of career
development has so far not been utilized to a proper extent. The significance of e-learning
for career development has been acted as the principal reason or motivation to pursue the
current study from the perspectives of business administration graduates.
This study has been endeavored on the basis of intensive secondary and primary data
which has fulfilled one dimensional studies of the earlier days. Moreover, the findings of
the study suggest the significance of e-learning for career development with proven result
from statistical analysis and the application of qualitative model on gap analysis given by
Parsuraman et al. (1988).
But, the current study is not free from limitations. For example, most of the studies
mentioned in the literature review did not solely focus on the assessment of the impact of
e-learning on the career development. Again some studies only focused either one or
some aspects other than the complete subject matter of the current study. So, it is clearly
evident that there is a research gap and to mitigate this gap a rigorous research is yet to
be systematically attempted. With this end in view, the present study investigates the
research question: “Can e-learning ensure career development of Business Administration
Graduates?” However, from the context of the current research question the following
hypothesis has been developed to exhibit the appropriate answer:
H0: E-learning cannot ensure career development of Business Administration Graduates.
Ha: E-learning can ensure career development of Business Administration Graduates.
From the light of the above hypothesis, the principal objective of this study is to examine
the impact of e-learning on the career development of Business Administration Graduates.
Section 1 deals with introduction, Section 2 focuses on the background of the study,
Section 3 contains the theoretical framework; Section 4 portrays the literature review,
Section 5 defines the research problem, Section 6 goes with the methodology of the study
with reliability and validity tests, Section 7 exhibits the rationale of the study, Section 8
deals with the gap analysis on the basis of perceptions and expectations of the
respondents, and finally Section 9 draws a constructive conclusion with a reply to the
research question and unique contribution and implications.
2. Background of the Study
E-learning was first introduced in Bangladesh in 1956 by a radio broadcasting program,
and later on was expanded much by the establishment of Bangladesh Open University
(BOU) in 1992 (Khaled Mahmud, 2010). BOU has been offering a variety of formal and
non-formal academic programs from certificate to Masters levels using print, TV, audio
broadcasts, audio-cassettes and face to face tutorials as the media of delivering its
academic courses (Sadeq, 2003).
Sarbabidya & Shikdar
15
In Bangladesh, ICT is being incorporated in education through support from international
organizations, like the Department of International Development, UK (Shohel & Power,
2010).
Research findings over the past two decades provide some evidence as to the positive
effects of the use of information and communications technology (ICT) on pupils’ learning
(Mumtaz, 2000; Hattie, 2009). In their study, Shohel, Mahruf and Kirkwood (2012) found
the positive impact of video and audio clips of good participatory classroom practice on the
understanding of lessons by the students. Similarly, teachers are also influenced by the
good teaching practice and classroom behaviors demonstrated in audio-visual materials
on the iPod Touch.
Having the political agenda to digitize the country: to accelerate a “Digital Bangladesh”
movement so as to achieve “Vision 2021” the Government of Bangladesh has emphasized
the implementation of ICT in all sectors including education (Bhuiyan, 2011).
The growth of internet and mobile users has also increased the potentials of e-learning in
Bangladesh. According to the BTRC, at the end of February, 2017 the total number of
mobile phone and internet subscribers has reached 129.584 million and 67.245 million
respectively.
3. Theoretical Framework
3.1 E-Learning
In general, e-learning refers to all types of teaching methods via electronic media,
including the Internet, intranets and extranets, satellite broadcasts, audio/video, interactive
TV and CD-ROMs (Chang & Tung, 2008). E-learning is the learning or acquisition of
knowledge distributed, facilitated and supported through the utilization of information and
communication technologies (Jenkins & Hanson, 2003). In their review, Liu & Wang (2009)
found out that the characteristics of e-learning process was mainly based on the internet;
information dissemination and knowledge flows in the form of network courses among
others. Rossi (2009) referred e-learning as the use of information and communication
technologies like Web 2.0 application tools to facilitate the access to online
learning/teaching resources and to provide students with collaborative environments that
positively affect career development. A good number of research studies found that e-
learning is an approach to transfer digital materials to career oriented people via the
Internet to help them continuously and autonomously engage in self-directed learning,
receive training-related information, and participate in training activities (Broadbent, B,
2002, Kathawala, Y, and Wilgen, A, 2004; Wang, Y, Wang, H, and Shee, D, 2007).
Though e-learning was found effective solution in the previous studies, one research study
has also found an unreliable barrier of e-learning in Bangladesh. In this the finding of Khan
and Hasan (2012) is noteworthy. They found that in Bangladesh, the key barriers to the
use of ICT were found to be language and insufficient education and skills that facilitate
the effective use of ICT. In Bangladesh, Bangla is the main spoken language, whereas
English is the dominant language over the computer (software), internet and ICT
supported tools.
Sarbabidya & Shikdar
16
3.2 Career Development
Career is the evolving sequence of a person‘s work experiences over time an individual
career is procedural and evolutionary (Arthur, Khapova and Wilderom, 2005). Career is a
sequence of attitudes, activities or behaviors associated with work roles of individuals
during the course of their lifetime (Gerber et al., 2009). Hence, careers are increasingly
concerned with self-fulfillment and satisfaction of oneself from his or her own career
(Baruch, 2006). In the holistic perspective, careers are not limited to moving up the ladder
(Carlson and Rotondo, 2001) and the work sphere alone but careers include a lifelong
sequence of role-related experiences of individuals (Arnold and Cohen, 2008; Hall, 2002).
Career development is seen as a formalized career planning activity to develop employees
who are ready for movement to different jobs, to reduce absenteeism and turnover, to
cultivate the realization of individual potential, to motivate employees to establish their own
career objectives and act on them, to increase the management awareness of available
talent within the organization or for the organizational preparation of long-term trends that
might pose opportunities or threats (Rothwell & Kazanas, 2003). Career development is
the positive psychological and work-related outcomes accumulated as a result of one‘s
work experiences (Seibert and Kraimer, 2001). While traditionally career development was
confined to advancing through organizational hierarchies, today it is more broadly applied
and is commonly considered to be the lifelong sequence of role-related experiences of
individuals (Arnold and Cohen, 2008; Hall, 2002). Dries, Pepermans and Carlier (2008)
found career development as mostly concerned with observable, measurable and
verifiable attainments such as pay, promotion and occupational status. Other research
studies found career development as objective success including salary, salary growth,
hierarchical status, or number of employees (Arnold and Cohen, 2008).
4. Literature Review
In this section, an attempt has been endeavored to identify the various factors of E-
learning which have profound impact on the career development of Business
Administration Graduates.
Gulbahar (2007) found that the learning process in the educational institutions can be
enhanced with the technological competency through the effective use of ICT resources
such as computers, printers, multimedia projectors, scanners and many others which
help(s) in career development.
From the findings of the research study by Schiller (2003) it is seen that personal
characteristics of instructors such as educational level, age, gender, educational
experience, experience with the computer for educational purpose and attitude towards
computers can influence the adoption of a technology. Among the factors that influence
successful integration of ICT into teaching are teachers’ attitudes and beliefs towards
technology (Hew and Brush, 2007; Keengwe and Onchwari, 2008). Teachers’ attitudes
towards technology influence their acceptance of the usefulness of technology and its
integration into teaching (Huang & Liaw, 2005). According to Jones (2004), teachers feel
reluctant to use computer if they lack confidence. Research studies revealed that male
teachers use more ICT in their teaching and learning processes than their female
counterparts (Kay, 2006; Wozney et al., 2006). Teacher’s belief about the usefulness of
the innovation plays one of the main roles and it encourages changes in the curricula
(Colorado & Eberle, 2009). It is well known that different beliefs about the value of e-
Sarbabidya & Shikdar
17
learning encourage teachers to apply e-learning technology on different levels (Renzi,
2008). Matuga (2001) stated that the successful design and teaching of any course hinges
on the personality, educational philosophy and pedagogical style of the instructor. Webster
and Hackley (1997) proposed three instructor characteristics that affect e-learning
success: (1) IT competency; (2) teaching style; and (3) attitude and mindset.
According to the study conducted by Selim (2005), e learning success is based on
students’ characteristics such as computer competency, interactive collaboration and e
learning course content design, etc.
Frydensberg (2002) found that distance learning, open learning, etc., in the form of e-
learning relies on institutional commitment (technical infrastructure and technical support,
technical training, etc.). According to Masoumi and Lindström (2012), effective
implementation of e-learning is influenced by explicit institutional visions and goals (long-
term aims that guide current practice) and a well-defined mission and strategy that
describes technology’s place in education. Keller (2009) proved that organizational culture
has the strongest impact on elearning technology integration by academic teachers
through the level of organizational learning, thus the expected effort and observability have
stronger connection with the lower level of organizational learning, while social influence
and facilitating circumstances relate to the higher level of organizational learning.
The research has found that workplace peer support from the co-workers is positively
related to greater job satisfaction and training effectiveness, and the level of social support
received from significant others, including top management, supervisors, peers, and
subordinates, all have an influence on individuals career (Chen et al., 2007; Harris et al.,
2007). Numerous studies have found proof that managerial support in e-learning as helpful
interactions on the job from supervisors is positively associated with staff well-being (Chuo
et al., 2011; Felman-Baruch and Schwartz, 2002; van Veldhoven, de Jonge, Broersen,
Kompier, and Meijman, 2002; Way and MacNeil, 2006).
Research studies have also revealed the significant role of family support (parental and
spousal) in motivating individual’s participation in career development or continued
professional education (Harvey, Sinclair, and Dowson, 2005; Maurer, Weiss, Barbeite,
2003),
In view of this, Bhattacherjee (2001) built a TAM integrated model to explain that users’
intentions to continue using a particular technology are driven by their satisfaction with
prior usage. Many other studies found empirical support for the causal relationship
between e-learning and career development and have demonstrated that e-learner’s with
higher levels of satisfaction with a service or product will have higher subsequent use
(Chiu, Sun, Sun, and Ju, 2007; Hsu et al., 2006; Roca, Chiu, and Martinez, 2006). Several
studies in finding the drivers of a successful e-learning outcome have suggested that the
TAM is appropriate for predicting learning satisfaction in e-learning and have shown that
the constructs in the TAM (such as perceived usefulness) significantly affect learner
satisfaction (Arbaugh, 2000; Sun, et al., 2008). As Arbaugh (2000) described in his study
on the acceptance of web-based MBA courses, perceived usefulness and perceived ease
of use of the delivery medium will influence students’ attitudes towards their learning
experience, enhance the experience and satisfaction with the experience, and, therefore,
make them more likely to participate in other e-learning opportunities. Bhattacherjee,
Perols, and Sandford’s (2008) considered maximum users’ satisfaction as important
strategy in the process of implementing successful e-learning programs.
Sarbabidya & Shikdar
18
Recent studies indicate that an e-learner’s computer self-efficacy directly affects his/her
career through the continued use of the online learning systems (Chang and Tung, 2008;
Hsu et al., 2012; Sun et al., 2008). Since self-efficacy is domain specific (Joo, Bong and
Choi, 2000), the concept of e-learning self-efficacy (ELSE) is introduced, referring to the
belief that one can be successful in e-learning activities. Recent studies also indicate that
an e-learner’s computer self-efficacy directly affects his/her perceived e-learning
satisfaction and behavioural intentions to continually use the online learning systems
(Chang and Tung, 2008; Hsu et al., 2012; Sun et al., 2008).
Nanayakkara and Whiddett (2005) found that capacity and reliability of an ICT
infrastructure act as influencing factors for the e-learner’s in planning their career.
Venkatesh et al. (2003) found that an organizational and technical infrastructure support
the use of the e-learning system.
Muheisen (2010) found e-learning as the distance, time, effort and cost effective to the
improvement of the overall level of academic achievement, teacher-student assistance in
providing an attractive learning environment, that does not depend on the place or time.
Internet-based communication may provide information in either synchronous or
asynchronous way (Zengin, Arikan and Dogan, 2011). Such communication has become
one of the most important means to provide learning resources for students to share and
obtain information (Richard and Haya, 2009). Over the past decade, the World Wide Web
has become one of the most important means for providing learning resources for students
to share and obtain information (Richard and Haya, 2009). More recently, a new wave of
World Wide Web applications, web 2.0 emerged with a potential to further improve
learning and sharing of information among the learners and teachers (Ferdig 2007; Pence
2007; Simôes and eGouveia 2008). Wiki (Wikipedia, Seedwiki, Wetpaint), Blogs (Blogger,
Wordpress), social bookmarking (Club penguin, Ning, facebook, Myspace), and video
sharing sites (You-tube, U-Stream) are some examples of web 2.0 (Richard and Haya,
2009). The ease of use of e-learning system encourages the students to pursue the
learning of their course modules (Davis, 1989).
Many researchers have documented the need of training and support as one of facilitating
conditions in adopting e-learning management system. Vannatta and Fordham (2004)
assert that the amount of technology training was one of the best predictors of technology
use. Croxall and Cummings (2000) established that hours of training and availability of
technology are significantly related to teacher’s classroom usage of technology; use of
technology in teaching increased as hours of training increased. They also contend that
training should target the integration of technology in instruction so that skills of e-learners
can be enhanced which will help them in their respective career development.
The aforementioned intensive review of literature identified a good number of factors of
ICT based training or class sessions including technological competency and e-learning
mindset of students and faculty members, IT infrastructure, teaching style, interactive
collaboration, ease of access, etc. However, they did not completely exhibit the role of
proactive e-learning for career development. In fact, the reviewed findings do not exactly
answer to the principal research question of the current study to know whether e-learning
can ensure career development of business administration graduates or not. For authentic
answer to this question, the development of research hypothesis such as ‘E-learning can
ensure career development of Business Administration Graduates’ has been necessitated.
Now, this has to be statistically proved on the basis of the primary data.
Sarbabidya & Shikdar
19
5. Research Problem
The institutions involved in higher education are playing crucial role in the human resource
development of the country. In this regard, the role of both public and private universities
in Bangladesh is very significant since they help in the career development of the
graduates. It is worthy to mention here that the Business Administration discipline with its
most demanding Bachelor and Masters degree is quite popular among the prospective
graduates who like to pursue a business oriented career. Hence, there is acute
competition among the universities in one hand and graduates on the other hand. Now-a-
days, e-learning has been quite effective and popular among both the universities and
their graduates because through this platform many journals, e-books, past assignments,
industry reports, government and non-government reliable statistics, etc., are available
which act as vast resources for studying in business administration. One major benefit of
this platform is that it is very cost effective for both the ends. Thus, e-learning has become
a reliable and effective approach to adopt by the universities to help in career
development of their business administration graduates. In this connection, e-learning may
be an effective approach for career development of the business administration graduates.
6. Methodology of the Study
Table 1: E-Learning Factors that Affect Career Development
Cod
e
Items
Sources
v1
Technological
competency
Gulbahar (2007)
v2
Instructor characteristics
Colorado & Eberle, 2009; Hew and Brush, 2007; Huang & Liaw,
2005; Jones, 2004; Kay, 2006; Keengwe and Onchwari, 2008;
Matuga, 2001; Renzi, 2008; Schiller, 2003; Webster and Hackley,
1997; Wozney et al., 2006
v3
Students’ characteristics
Selim, 2005
v4
Institutional commitment
Frydensberg, 2002; Keller, 2009; Masoumi and Lindström, 2012
v5
Peer support
Chen et al., 2007; Chuo et al., 2011; Felman-Baruch & Schwartz,
2002; Harris et al., 2007; Kompier, & Meijman, 2002; van
Veldhoven, de Jonge, Broersen, Way & MacNeil, 2006
v6
Family support
Harvey, Sinclair, & Dowson, 2005; Maurer, Weiss, Barbeite, 2003
v7
e-learner’s satisfaction
Arbaugh, 2000; Bhattacherjee, 2001; Bhattacherjee, Perols, and
Sandford, 2008; Chiu, Sun, Sun, & Ju, 2007; Hsu et al., 2006;
Roca, Chiu, & Martinez, 2006; Sun, et al., 2008
v8
e-learner’s self-efficacy
Chang & Tung, 2008; Hsu et al., 2012; Joo, Bong, & Choi, 2000;
Sun et al., 2008
v9
ICT Infrastructure
Nanayakkara & Whiddett, 2005; Venkatesh et al., 2003
v10
Effective communication
Ferdig, 2007; Muheisen, 2010; Pence, 2007; Richard and Haya,
2009; Simôes and eGouveia, 2008; Zengin, Arikan & Dogan,
2011
v11
Ease of use and access
Davis 1989
v12
Training of Trainers
Croxall & Cummings, 2000; Vannatta & Fordham, 2004
Table 2: Career Development through E-Learning
Code
Items
Sources
CD
Career Development
Arnold and Cohen, 2008; Arthur, Khapova and Wilderom, 2005;
Baruch, 2006; Carlson and Rotondo, 2001; Dries, Pepermans
and Carlier, 2008; Gerber et al., 2009; Hall, 2002; Rothwell &
Kazanas, 2003; Seibert and Kraimer, 2001
Sarbabidya & Shikdar
20
The current study is the combination of both primary and secondary data collection and
their analyses in which, the primary data have been collected from the sample size of 100
respondents including 42 female and 52 male students of the 3 public and 3 private
universities during the month of November 2016 using random sampling method through a
structured and self-administered questionnaire based extensive survey comprising of
open-ended and non-forced, balanced and odd numbered non-comparative itemized
questions using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). The data
collected through literature review are exhibited in the Table 1 and Table 2 have been
analyzed through multiple regression.
The appropriateness, timeliness, construction and relevance of the study may be
assessed through the following reliability and validity tests.
6.1 Reliability of the Study
The Cronbach’s Alpha values of the expectations and perceptions of the e-learning
respondents are .856 and .869 respectively which are greater than 0.5. This refers to the
reliability of the current study.
6.2 Validity of the Study
The values of Kaiser-Meyer-Olkin (KMO) Measure in the Table 3 show that the
expectations and perceptions of the e-learning respondents are acceptable since they are
greater than 0.50. This suggests the adequacy of the sample size for the research study.
From the results of the Bartlett’s Test of Sphericity, it is seen that the approximate chi-
square statistics of expectations and perceptions of the e-learning respondents are
significant since they are greater than the table value. So, it is clearly evident that the
study is valid for both expected and perceived level of the respondents.
Table 3: Validity Analysis
Expectations
Perceptions
KMO
Bartlett's
Chi-
Square
Sig.
KMO
Bartlett's
Chi-
Square
Sig.
Value
Acceptable
Status
Value
Acceptable
Status
E-Learning
.797
middling
554.396
.000
.835
meritorious
499.106
.000
7. Rationale of the Study
In today’s competitive world, a graduate of business administration plans for a career
which helps him/her with market ready profile having practical industry insights. Since the
higher education institutes and universities provide e-learning facilities and resources like
reports and reliable statistics on the trends of product and brand development, industrial
growth, etc., this enriches the knowledge and practical exposures of their graduates which
in turn enhances their career opportunities in various arenas of entrepreneurial and
corporate affiliations. From this perspective, the current study is justified as it furthers
academic understanding by extending the knowledge of both e-learning and career
development theory and practice. Thus, the findings and implications of this research will
contribute to the existing theories by empirically investigating the impact of the factors of e-
learning on the career development of the graduates of business administration discipline.
Sarbabidya & Shikdar
21
8. Gap Analysis Results
Based on the survey data, the following section exhibits the analysis and findings of this
study.
The mean scores from the sample are illustrated in Table 4.
Table 4: Mean scores for the E-Learning Perceptions and Expectations
S/L
No.
Items
Perceptions
(P)
Expectations
(E)
Career Development Gap
(CD)
Mean
Mean
CD = P - E
1
Technological competency
4.2100
4.6800
-0.47
2
Instructor characteristics
4.1300
4.6500
-0.52
3
Students’ characteristics
4.1800
4.7200
-0.54
4
Institutional commitment
4.1800
4.7400
-0.56
5
Peer support
4.1100
4.7200
-0.61
6
Family support
3.9200
4.6200
-0.70
7
e-learner’s satisfaction
4.1500
4.7000
-0.55
8
e-learner’s self-efficacy
4.2700
4.7400
-0.47
9
ICT Infrastructure
4.3000
4.7400
-0.44
10
Effective communication
4.2400
4.9400
-0.70
11
Ease of use and access
4.1600
4.6900
-0.53
12
Training of Trainers
4.1000
4.7000
-0.60
Totals
49.95
56.64
-6.69
Average
4.1625
4.72
-0.5575
For each statement the mean Expectation (E) and Perception (P) values, along with
Career Development (CD) value from the formula are presented, CD = P – E
(Parasuraman et al., 1988). The three columns provide summary results for the career
development through e-learning in Bangladesh, where the gap (P – E) is negative. This
refers to perceptions of the respondents falling short against their initial expectations, and
the presence of Career Development gaps. The findings suggest a short fall on all the
items measured. The expectation and perception items were measured using a five (5)
point Likert scale, from 1 = strongly disagree, to 5 = strongly agree, with 3 serving as a
mid-point/neutral opinion on the scale. Mean scores greater than 3 identify a tendency for
respondents to agree with a particular statement, whereas means of less than 3
indicate disagreement.
8.1 Expectations (E)
It can be concluded from the Table data that twelve (12) Expectation (E) values among
the respondents were higher (means ranging from 4.6200 to 4.9400). This suggests that
respondents really have higher expectations in terms of need for all the items covering
these 12 statements.
8.2 Perceptions (P)
It can be concluded from the Table data that all of the items exceeded midpoint 3 such
as from 3.9200 to 4.3000 suggesting that the sample had a tendency to agree that
sufficient items have given adequate perception among the respondents.
Sarbabidya & Shikdar
22
The total mean scores for career development through e-learning perceptions and
expectation items were 49.95 and 56.64 respectively with a gap of -6.69. While the
averages mean scores for career development through e-learning perceptions and
expectation items were 4.1625 and 4.72 with a gap of -0.5575. This score indicates that
there is gap in the career development through e-learning in Bangladesh.
8.3 Gaps between Perceptions and Expectations (P-E)
The gaps in the career development through e-learning in Bangladesh are demonstrated
in the third column of Table 4. As each item has a negative value, respondents
’
perceptions of the career development through e-learning are falling short of their
expectations.
From the gap analysis, it is evident that there are gaps in e-learning based career
development of business administration graduates. Thus, the result of gap analysis rejects
the null hypothesis (H0) that “E-learning cannot ensure career development of Business
Administration Graduates” and proves or accepts the alternative hypothesis (Ha) that “E-
learning can ensure career development of Business Administration Graduates”.
9. Conclusion
From the statistical evidence it is clear that there is a causal effect of effective e-learning
and career development of business administration graduates.
The present paper is unique for its compliance with the reliability and validity test criterion.
The uniqueness of this study is that it has adopted gap analysis to find the differences
between the perceptions and expectations of the business administration graduates
regarding the impact of e-learning on the career development. This form of analysis was
not found in the previous studies mentioned in the literature review.
The new findings of this paper are that there is gap in the career development through e-
learning in Bangladesh. This has been statistically proved in two ways in the present
paper. Firstly, with a gap of -6.69 by deducting the total mean scores for career
development through e-learning perception items 49.95 and expectation items 56.64.
Secondly, with a gap of -0.5575 by deducting the averages mean scores for career
development through e-learning perceptions and expectation items were 4.1625 and 4.72.
This paper adds value to the area of research by suggesting the ways of mitigating the
identified gaps in each of the 12 aspects of career development through e-learning the
concerned educational entities need to pay much attention and take necessary measures
so that they can ensure proper training on e-learning for the students and faculty
members, development of e-learning policies, easy to use technologies, infrastructures
and facilities, etc.
The current paper is very much significant from the results of higher reliability and validity
scores. As there is gap in the men scores indicate that improvement requires to increase
technological competency of the instructors and students, institutional commitment, peer
and family support, good ICT Infrastructure and their ease of use and access, etc.
It is a matter of limitation of this study that the previous studies though were on e-learning,
none of them was found directly related to the impact of e-learning on the career
Sarbabidya & Shikdar
23
development of the business administration graduates. Moreover, these studies focused
either one or some aspects other than the complete subject matter of the current study.
For example, the findings of the previous studies on the variables like v1 namely
technological competency, v3 namely students’ characteristics and v11 namely ease of
use and access. This means that there are limited research findings on some of the
identified factors. This is the reason to overcome the identified limitations a primary survey
has been undertaken to examine the impact of e-learning on the career development of
the business administration graduates.
The present study contributes to the career development through e-learning a systematic
process of extensive literature review followed by the primary survey findings and analysis
together with conclusive implications. Thus, the paper will enable the concerned
educational entities with necessary course of actions which will enable the academia in
developing its knowledge centric theory based on proven practice.
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